For effective Continuing Vocational Education and Training (CVET), a field of reference is needed. This
can either be established through the concept of occupation (CO) or the actual job role. The concept of
occupation can sociologically be understood as a community of practice of specialized people with particular
qualifications and competences and therefore perform subtasks of larger groups and communities. “Members
of this specialized community of practice gain knowledge about work processes, how to optimize
procedures, and develop specific tools” [1]. Occupations are defined as social forms, whose members are
similar to each other and different from others [2]. Organizational professions are understood as bundles of
skills. The Standing Conference of the Ministers of Education and Cultural Affairs of the Länder in the
Federal Republic of Germany (Kultusministerkonferenz, KMK) suggests a Concept of Capacity to Act
(CCA) which can serve as an instruction for further vocational education. It is described as the individual's
willingness and ability to behave in professional and social situations in an appropriately thought-out and
individually and socially responsible manner [3] The CCA comprises the components of professional, social
and personal competence, linked by methodological, learning and communication competence. These
competence dimensions denote a leitmotif for the professional learning activities and processes. The
occupation serves as a frame of reference for further education and training activities in the case of the
professional community of practice, which is based on a group of people working in the field, with identical
or very similar training and similar experiential process knowledge. These parameters can be used as a basis
for the instructional design of competence development. Many jobs – most commonly in the field of
academic positions in companies and organizations – are not defined by the CO, but by the actual job role.
In production companies, employees who need to be addressed by the job role tend to work in fields like
Research and Development or product design, whereas jobs that are structured by the CO can be found in
production or logistics. People who execute a certain job role have various courses of study, professional experience, and competences. In contrast to jobs referring to the concept of vocation, there is no reference
framework which can be used as a reference to design CVET. This has a direct impact on the didactics and
instructional design, the skill and competence development in CVET. Due to the variation of knowledge and
previous education, it is not possible in these cases to refer to a common training content. In these cases,
CVET is not standardized in the same way as in the case of the occupations. Therefore, competence
development goals cannot be structured in the same way. This raises the question on application of didactic
and learning-theoretical basic categories to the conception of further training formats for this group of
employees. However, it is still unclear if the job role as a category can be used as a frame of reference for
CVET in a similar way as the CCA. The impact of the CCA and the job role on the learning theory and
instructional design of CVET programs and competence development is evaluated in this article.
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